This is a wiki page I created using "Cool Tools for School". I chose a writing tool called Toondo where you can create cartoon strips.
Saturday, May 8, 2010
Copyright NETS IV, V
This is a collaborative resource paper I wrote on Copyright Issues and Internet Safety.
Friday, May 7, 2010
Saturday, May 1, 2010
NETS-T STANDARD NETS I,II
Tuesday, April 27, 2010
Journal #10 Extra credit
Sketchfu in the Classroom
Fabricant, Autumn. (2010, February). Sketchfu in the classroom. Leading and Learning, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25242&DirectListComboInd=D
Sketchfu is a Web 2.0 tool that allows you to draw something and then watch the process of how it was drawn. It’s a fun way for teachers and students to present lessons and to learn. The website offers free use and it’s simple and easy to sign up. Students can draw illustrations for a story in English, solve a math problem or draw a time line for social studies. Once your work has been created you can play it back and watch it. It’s a really great tool for visual learners, it allows teachers to see student’s thinking process in solving math problems, it’s easy to create digital storybook and it’s fun.
How can a teacher implement Sketchfu in the classroom?
In math class, a teacher might want the students to solve the problem in sketchfu because he/she can see the steps taken to arrive to the answer. In biology the teacher might want the students to draw the process of meiosis/mitosis. In history, students can draw a timeline. There are endless possibilities for this tool.
What are the disadvantages of Sketchfu?
Journal #9
Animations Bring Lessons to Life
Ponton, Robb. (2009-2010, December/Janurary). Animation brings lessons to life. Learning and Leading with Technology, 37(4), Retrieved from http://www.iste.org/AM/Template.cfm?Section=December_January_No_4_4&Template=/MembersOnly.cfm&NavMenuID=4450&ContentID=24837&DirectListComboInd=D
At Williamsburg-James City County Public Schools teachers are using computer animation and other graphics to supplement their lesson. For example in science, the atoms are animated as electrons and neutrons swirl them and it helps students to understand more clearly the concepts of the periodic table. In art, teachers show students a drawing from a professional artist. They then show how the image can be broken down into its basic shapes. Next, they have the students put the shapes back together. Teachers give students a picture of an animal and show them how to create the animal's face using shapes. Using graphics software, students begin to see how they can create their own dogs or cats. 4th grade students created animated images of the U.S. Constitution amendments. A high school chemistry class used animated software to bring to life chemical reactions. Spanish class students used animation to help them understand verbs and grammar concepts in Spanish. Computer animation is a great tool to help students understand abstract concepts . It makes learning more interactive and meaningful.
How can computer animation be incorporated for special needs students?
This is a great resources and fun way to present a lesson. Specially for more abstract concepts, it a great aide for the visual learners. Computer animation can help students across the curicullum, making learning more intearctive and fun.
What are the advantages of using computer animation in the classroom?
As seem by teachers at Williamsburg-James City County Public Schools, students showed great enthusiasm in learning. They were so excited about the subject content that they created projects that were very impressive. When students understand better the concept, and can connect their learning with real-life situations they are much more engaged in school.
Journal #8
Tapping the Wealth of Social Networks for Professional Development
Greenhow, Christine. (2009, June/July). Tappping the wealth of social networks for professional development. Learning and Leading with Technology, 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/36810g.pdf
In this article the author writes about the advantages and the importance of social network websites such as Tweeter, Facebook, My Space. Millions of people communicate through these sites worldwide. The form of communication, way of thinking, spreading news is being revolutionized through this tool.
Research by Harvard law professor Yochal Benkler in The Wealth of Networks examines how such technologies available on the internet allows extensive collaboration that may have transformative consequences for the economy and society. He argues that through online participation we can not only publicize our opinion, but also become more critical, self-reflective, and collectively intelligent.
So, how can teachers become collectively intelligent and tap the resources available into the curriculum? There are social bookmarking sites, such as Delicious, Diigo, CiteULike, where professionals recommend books, journals, websites.
In the social networking tools, such as Tweeter, Facebook, Classroom 2.0, Ning, educators can collaborate, pose questions, display, share their work. Teaching can be a lonely profession, and such social networking services allow teachers to come out behind their closed doors. Teachers can learn from other teachers what works in the classroom, and they can share things they’ve been successful in. Students also love these sites and it’s a place where they can display their creative work such as, a video, creative writing in their blog, photos they took, etc…In turn, students receive recognition, appreciation from their friends. This peer validation encourage students to be even more creative, clever, articulate in their online presentation. Teenagers also turn to their social network site to get emotional support or school-related help from their online friends.
What do you think of social websites for educators?
Social websites can be a way for teachers to connect with other professionals. For example,classroom 2.0 teachers can get ideas and collaborate with other professionals in the field. It's a great resource to get ideas and specially for beginning teachers to learn from veteran teachers about strategies that work in the classroom. However, there are other websites such as Facebook, and My Space that seems to be more difficult to connect with other educators, it's more difficult to navigate the site and find information relevant to your search.
How could you implement a social website in your classroom?
The most feasible way would be to keep a blog for the class, where students and teachers can exchange information, post work,comments, interesting links, share knowledge.
Journal #6
A New Concept of Citizenship for the Digital Age
Greenhow, Christine. (2010). A New concept of citizenship for the digital age. Leading and Learning with technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25564&DirectListComboInd=D
Students to be prepared for the 21st Century global market have to be educated in the six important 21st-century competencies: technological fluency, innovation, communication and collaboration, research and information fluency, problem solving, and digital citizenship.
The 2007 NETS•S defines digital citizenship as the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies. To comply with the NETS, educators need to develop and model these competencies and facilitate their development in students, but what constitutes "legal, ethical, safe, and responsible" is not entirely clear.
The definition of digital citizenship varies among countries, cultures, school systems, agencies. What is legal, ethical, safe and responsible for a group of people it’s not the same for another.
Young people are learning to promote their participation in civic life through Internet-based volunteering, campaigning, and lobbying. They also are learning to contribute through the creation of "youth media," such as blog entries, e-zines, podcasts, videocasts, and online communities that present discussion and debate about political, social, and cultural issues.
Researchers from the University of Kansas have identified nine elements of digital citizenship: digital etiquette, digital communication, digital access, digital literacy, digital commerce, digital law, digital rights and responsibilities, digital health and wellness, and digital security. Young people should be aware of privacy laws, copyright laws when downloading music or other media files, respectful participation in online chat rooms or social networks.
Two research insights on digital citizenship: “Cyberbullying” and "Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking," .
It’s important to educate students on bullying behaviors and teach preventable measures. Also the ethical issues in social networking provided educators some guidelines on how to deal with privacy issues of students and their own.
Why is important to educate young people about digital citizenship?
People spend a great deal of time on the internet. Most people can’t go a day without turning on their computer. People communicate, socialize, shop, conduct business online. It’s important for young people to be aware of acceptable language and safe practices online. The lack of face to face interaction doesn’t mean people shouldn’t maintain their moral and ethic standards.
How can teachers teach about cyberbullying?
This topic should be presented in a lesson where students learn how to identify a cyberbully. Young people should be aware of implications of a cyberbully, how to avoid and what to do in case they fall victim.
Greenhow, Christine. (2010). A New concept of citizenship for the digital age. Leading and Learning with technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25564&DirectListComboInd=D
Students to be prepared for the 21st Century global market have to be educated in the six important 21st-century competencies: technological fluency, innovation, communication and collaboration, research and information fluency, problem solving, and digital citizenship.
The 2007 NETS•S defines digital citizenship as the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies. To comply with the NETS, educators need to develop and model these competencies and facilitate their development in students, but what constitutes "legal, ethical, safe, and responsible" is not entirely clear.
The definition of digital citizenship varies among countries, cultures, school systems, agencies. What is legal, ethical, safe and responsible for a group of people it’s not the same for another.
Young people are learning to promote their participation in civic life through Internet-based volunteering, campaigning, and lobbying. They also are learning to contribute through the creation of "youth media," such as blog entries, e-zines, podcasts, videocasts, and online communities that present discussion and debate about political, social, and cultural issues.
Researchers from the University of Kansas have identified nine elements of digital citizenship: digital etiquette, digital communication, digital access, digital literacy, digital commerce, digital law, digital rights and responsibilities, digital health and wellness, and digital security. Young people should be aware of privacy laws, copyright laws when downloading music or other media files, respectful participation in online chat rooms or social networks.
Two research insights on digital citizenship: “Cyberbullying” and "Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking," .
It’s important to educate students on bullying behaviors and teach preventable measures. Also the ethical issues in social networking provided educators some guidelines on how to deal with privacy issues of students and their own.
Why is important to educate young people about digital citizenship?
People spend a great deal of time on the internet. Most people can’t go a day without turning on their computer. People communicate, socialize, shop, conduct business online. It’s important for young people to be aware of acceptable language and safe practices online. The lack of face to face interaction doesn’t mean people shouldn’t maintain their moral and ethic standards.
How can teachers teach about cyberbullying?
This topic should be presented in a lesson where students learn how to identify a cyberbully. Young people should be aware of implications of a cyberbully, how to avoid and what to do in case they fall victim.
Journal #7:Interactive White Boards
Are Interactive Whiteboards Necessary?
Definition: from Wikipedia.com
An Interactive Whiteboard or IWB is a large interactive display that connects to a computer and projector. A projector projects the computer's desktop onto the board's surface, where users control the computer using a pen, finger or other device. The board is typically mounted to a wall or on a floor stand.
They are used in a variety of settings such as in classrooms at all levels of education, in corporate board rooms and work groups, in training rooms for professional sports coaching, broadcasting studios and more.
There are many school of thoughts on this topic, there are some teachers who believe the “one fits all” philosophy on purchasing interactive white boards is wrong. Interactive whiteboards will not help all teachers and students equally. Some teacher s are very much entrenched with their style of teaching, using power points to lecture, worksheets, overhead projectors, to deliver their lesson in a more traditional way. After all, this is the type of teaching by most professors in colleges, and the style of teaching most teachers have been exposed to.
The high cost of i-boards is also a big debate on the validity of such an investment. There are teachers that feel the cheaper version of i-boards are just as good, for just a fraction of the price. There is a demonstration on how to make your own cheap electronic white board system using Wii remote control with infrared LED light pens. Other teachers argue that i-boards are not much different than a regular board and you can do as much with a projector and laptop.
Some people feel that some simple free tools such as google docs, sketchcast and Imagination Cubed can accomplish most things that are possible with iboards Also some teachers like the interactive wireless slate because they have more mobility within the room, it’s easy to use with any software and is designed specifically for education.
On the other side of the argument, proponents of interactive white boards love what they can do such as putting links and embedding video and audio into the notes, and how more engaged students are in lessons presented with i-boards.
How are you using your classroom smartboard?
Smartboard
SMART boardTM interactive whiteboard is an interactive whiteboard developed by SMART Technologies. When introduced in 1991,[1] it was the first interactive whiteboard to provide touch control of computer applications and annotation over standard Microsoft Windows applications.[2]
The SMART Board interactive whiteboard is a large interactive whiteboard that uses touch technology to detect user input – e.g. scrolling, right mouse-click – in the same way normal PC input devices, such as a mouse or keyboard detect input. A projector is used to display a computer’s video output on the whiteboard, which then acts as a large touchscreen. The SMART Board typically comes with 4 digital pens, which use digital ink and replace traditional whiteboard markers. The SMART Board digital ink operates by using an active digitizer that controls the PC input for writing capabilities such as drawing or handwriting
Some schools are lucky enough to have smartboards in every classroom. They are using as a tool for web-based application for small or whole group instruction. Kids can go on virtual field trips. There are many fun math games. Some teachers mention they have seen an increase in test scores after they started teaching with smartboard. There seems to be an overall consensus on the benefits of teaching with a smartboard.
Definition: from Wikipedia.com
An Interactive Whiteboard or IWB is a large interactive display that connects to a computer and projector. A projector projects the computer's desktop onto the board's surface, where users control the computer using a pen, finger or other device. The board is typically mounted to a wall or on a floor stand.
They are used in a variety of settings such as in classrooms at all levels of education, in corporate board rooms and work groups, in training rooms for professional sports coaching, broadcasting studios and more.
There are many school of thoughts on this topic, there are some teachers who believe the “one fits all” philosophy on purchasing interactive white boards is wrong. Interactive whiteboards will not help all teachers and students equally. Some teacher s are very much entrenched with their style of teaching, using power points to lecture, worksheets, overhead projectors, to deliver their lesson in a more traditional way. After all, this is the type of teaching by most professors in colleges, and the style of teaching most teachers have been exposed to.
The high cost of i-boards is also a big debate on the validity of such an investment. There are teachers that feel the cheaper version of i-boards are just as good, for just a fraction of the price. There is a demonstration on how to make your own cheap electronic white board system using Wii remote control with infrared LED light pens. Other teachers argue that i-boards are not much different than a regular board and you can do as much with a projector and laptop.
Some people feel that some simple free tools such as google docs, sketchcast and Imagination Cubed can accomplish most things that are possible with iboards Also some teachers like the interactive wireless slate because they have more mobility within the room, it’s easy to use with any software and is designed specifically for education.
On the other side of the argument, proponents of interactive white boards love what they can do such as putting links and embedding video and audio into the notes, and how more engaged students are in lessons presented with i-boards.
How are you using your classroom smartboard?
Smartboard
SMART boardTM interactive whiteboard is an interactive whiteboard developed by SMART Technologies. When introduced in 1991,[1] it was the first interactive whiteboard to provide touch control of computer applications and annotation over standard Microsoft Windows applications.[2]
The SMART Board interactive whiteboard is a large interactive whiteboard that uses touch technology to detect user input – e.g. scrolling, right mouse-click – in the same way normal PC input devices, such as a mouse or keyboard detect input. A projector is used to display a computer’s video output on the whiteboard, which then acts as a large touchscreen. The SMART Board typically comes with 4 digital pens, which use digital ink and replace traditional whiteboard markers. The SMART Board digital ink operates by using an active digitizer that controls the PC input for writing capabilities such as drawing or handwriting
Some schools are lucky enough to have smartboards in every classroom. They are using as a tool for web-based application for small or whole group instruction. Kids can go on virtual field trips. There are many fun math games. Some teachers mention they have seen an increase in test scores after they started teaching with smartboard. There seems to be an overall consensus on the benefits of teaching with a smartboard.
Saturday, April 24, 2010
NETS Power Point Presentation NETS I,III
This is a presentation I created using Microsoft Powerpoint to showcase ideas to facilitate and inspire student learnin and creativity.
Friday, April 23, 2010
Monday, April 19, 2010
Social Bookmarking (Delicious.com)
1. From National Archive.org
Influenza Virus of 1918
The influenza epidemic of 1918 killed about 50 million people. Nobody could identify the cure for this disease that swept the world. Sometimes people died within hours of being infected. More people died from this virus than in World War I.
The pictures depicted in this archive allow students to better visualize the people and life on those days. Students can see photos of nurses wearing masks, the clothes worn on those days, the type of mass transportation available. There are also a vast sample of different documents that were hand written or typed. Students can also find a handwritten hospital record of patients who died from the disease, a letter of condolence written by a school Superindent to a mother. All of these documents give a better idea of the language used at the time, and an example of how English has evolved. Furthermore, students get a sample of how situations were dealt differently back then.
2. From NEA website (National Education Association)
Student Groups Experiencing Achievement Gaps
• Racial and ethnic minorities
• English language learners
• Students with disabilities
• Boys/girls
• Students from low-income families
• Gays, lesbian, bisexual, transgender
Indicators of Achievement Gaps
• Performance on tests (statewide tests, SATs, etc.)
• Access to key opportunities (advanced mathematics, physics, higher education, etc.)
• Attainments (high school diploma, college degree, employment)
Becoming a Culturally Competent Educator
In order for me to become a culturally competent teacher it’s important to understand the cultural diversity of the school I’m working in. I should familiarize myself with the costumes, background of various ethnics groups in order to become more educated and informed of culture differences. It’s important that a teacher is sensitive and sensible of diversity in the classroom and presents a lesson that promotes equality to all groups of students.
Every school should have a mission statement that commits to cultural competence and this should be an integral part of my classroom. I would post the mission statement on the wall so it would be readily available for students, parents other staff members, and myself. My lessons, classroom rules, relationship amongst students, teachers, parents, administrators would all reflect and promote the mission statement. I would ensure that all students have equal and fair treatment by me and their peers to achieve and succeed in their education.
The family, parents and the community which I would serve are essential in the education of the child. No child can succeed without active involvement of these entities. It’s important to network to get the parents, community to help; to get their feedback, ideas, suggestions, contributions to improve the achievement gap and reach social justice.
3. From: Stop Cyber Bullying website
According to “Are you a cyberbully?” quiz, I am a cyber saint. I can say it confidently that I’ve never done anything illegal online. I don’t send spams, never tried to use someone else’s account or post rude, derogatory comments.
Wired Kids Summits: Cyberbullying - Youth-Empowered Solutions
Cyber bullies are the same as the typical school yard bullies but the only difference is that they act online. The ramifications of such bullying can be detrimental to any child. Many times children are afraid to tell their parents and schools are limited on how much they can intervene to help. Cyber bullying usually happens off school grounds and outside of school hours, leaving schools with their hands tight to discipline the cyberbully.
Most kids use Instant Messaging to communicate with their friends. Cyberbullying, cyber stalking and harassment often occur using IM applications. Fortunately, there are a few options for parents to install software to monitor their child’s IM. Cyberbullying can hurt a child emotionally as much as a punch from a playground big bully. It’s essential that kids have confidence to tell a trusted adult of their problems and get the help needed.
4. From: Kathy Schrock Guide to Educators website
In Kathy’s Schrock’s website I looked into the world language, bilingual education links. There are lot of resources and an array of information for bilingual educators ranging from lesson plan ideas to games in Spanish, culture, art, history. This website provides indispensable information for teachers to supplement the curriculum. This site would help me find materials, projects that are fun and interesting for students.
In the Teacher’s Helper section I was interested in the WebQuest project. Web Quest is defined as "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet." I would like to incorporate Internet based research using Web Quest. There are lot of step by step information to help me design my own WebQuest. It can be a very simple lesson where students can complete the task in a few days, or a more in depth research where students would take a few weeks to complete the project. Students will work on a particular topic to accomplish certain goals and objectives using the web to find the resources. Web Quest encourages higher-level thinking, cooperative learning, develops expertise in the topic, find solutions for real-world situations.
5. From: www. Edutopia.org
My score for Multiple Intelligence Quiz:
Intrapersonal Learner 50% Naturalistic Learner 50% Musical Learner 38%.
The video Multiple Intelligences Thrive in Smartville
At Enota Elementary in Gainesville, Georgia children are not asked “How smart are you?”, but “How are you smart?” At this charter school children thrive from Howard Gardner’s theory of multiple intelligence.
Children are not taught with the “one fits all” education theory, but rather their talents and strengths are celebrated and given a chance to develop to learn new skills. The entire curriculum is integrated with the multiple intelligence theory. A new math concept is taught through a song to help the “music smart” children or through a game for the “body smart” kids. Every week students get an activity chart that offers choices of activities based on varying intelligence. Students will meet all the standard requirements through individualized learning. It is encouraging to see how public education is striving to reach all types of learners to help them succeed.
6.From: www.tolerance.org
Defusing School Violence
• Level:
• Grades 6 to 8
• Grades 9 to 12
• Subject:
• Reading and Language Arts
• Social Studies
• ELL / ESL
In this lesson, students imagine themselves attending a high school that is polarized by violence between U.S.-born students and foreign-born African immigrants. After learning about the situation, students use problem-solving skills to determine what they would do to deal with the violence if they attended that school. The lesson is adapted from an actual situation that took place at Edward Little High School in Auburn, Maine.
Objectives
Activities for the middle grades (6-8) and high school (9-12) meet the following objectives:
• empathize with students who attend a school that is troubled with racially motivated violence
• develop and practice analytic and problem-solving skills
• recognize that students can defuse violence and tension at school
• understand and value other perspectives, especially those that differ from your own, through dialogue (as opposed to conflict
It’s so important for students to understand the diverse cultural background of the school they attend. There was a lot of racial tension between native white students and immigrant Somalis in this High School. But when administrators got representatives of both groups to communicate with each other, the color of the skin was not an issue anymore. Students saw the human behind the color of the skin, with same hopes, feelings, emotions. Students shared their experiences of racism and bigotry. Through communication the native-born white students were aware of what the immigrant students were feeling and vice-versa. This knowledge and understanding of their cultural diversity taught students how to deal with differences and instill tolerance. It’s important for schools to also model tolerance to families, parents, the community since students absorb lot of such feelings at home. In this community, lot of natives were upset with the new group of immigrants. The natives felt threaten since the economical situation was difficult and jobs scarce, but a positive intervention by school administrators brought an end to the violence.
7. From: www.edchange.org
From EdChange website
The two questions that were most shocking to find out the answer were:
Powder cocaine (largely used by wealthy people) and crack cocaine (largely used by economically disadvantaged people) contain roughly the same amount of the drug per gram. Under federal law, 500 grams of powder or 5 grams of crack cocaine must be possessed by an individual to be sentenced to a mandatory minimum of five years in prison. It doesn’t make sense that the law is so much more tolerant of people possessing powder cocaine than crack cocaine. 500 grams of powder cocaine seems to be awfully large amount, it should be reduced.
Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time U.S. worker is roughly equal to the daily earnings of the average CEO in the U.S. It’s mind boggling that a CEO can make as much money in one day as the average full time worker makes in one year. I don’t believe that any CEO is worth that much money. What do CEO’s really do? How much do they really contribute to the company? After the financial melt down, and the scandalous discoveries of corrupt CEO’s that contributed to our dire economical situation, I’m against the exorbitant salaries and bonuses paid to such bosses.
8. Netiquete quiz 80%
I would teach Netiquete to my students at the beginning of the year. I would include Netiquette in the class syllabus under expectations and consequences. It’s important that students are aware of proper behavior on the Internet before they log in into any computer or start working on any web-based research assignment.-=#:)
Influenza Virus of 1918
The influenza epidemic of 1918 killed about 50 million people. Nobody could identify the cure for this disease that swept the world. Sometimes people died within hours of being infected. More people died from this virus than in World War I.
The pictures depicted in this archive allow students to better visualize the people and life on those days. Students can see photos of nurses wearing masks, the clothes worn on those days, the type of mass transportation available. There are also a vast sample of different documents that were hand written or typed. Students can also find a handwritten hospital record of patients who died from the disease, a letter of condolence written by a school Superindent to a mother. All of these documents give a better idea of the language used at the time, and an example of how English has evolved. Furthermore, students get a sample of how situations were dealt differently back then.
2. From NEA website (National Education Association)
Student Groups Experiencing Achievement Gaps
• Racial and ethnic minorities
• English language learners
• Students with disabilities
• Boys/girls
• Students from low-income families
• Gays, lesbian, bisexual, transgender
Indicators of Achievement Gaps
• Performance on tests (statewide tests, SATs, etc.)
• Access to key opportunities (advanced mathematics, physics, higher education, etc.)
• Attainments (high school diploma, college degree, employment)
Becoming a Culturally Competent Educator
In order for me to become a culturally competent teacher it’s important to understand the cultural diversity of the school I’m working in. I should familiarize myself with the costumes, background of various ethnics groups in order to become more educated and informed of culture differences. It’s important that a teacher is sensitive and sensible of diversity in the classroom and presents a lesson that promotes equality to all groups of students.
Every school should have a mission statement that commits to cultural competence and this should be an integral part of my classroom. I would post the mission statement on the wall so it would be readily available for students, parents other staff members, and myself. My lessons, classroom rules, relationship amongst students, teachers, parents, administrators would all reflect and promote the mission statement. I would ensure that all students have equal and fair treatment by me and their peers to achieve and succeed in their education.
The family, parents and the community which I would serve are essential in the education of the child. No child can succeed without active involvement of these entities. It’s important to network to get the parents, community to help; to get their feedback, ideas, suggestions, contributions to improve the achievement gap and reach social justice.
3. From: Stop Cyber Bullying website
According to “Are you a cyberbully?” quiz, I am a cyber saint. I can say it confidently that I’ve never done anything illegal online. I don’t send spams, never tried to use someone else’s account or post rude, derogatory comments.
Wired Kids Summits: Cyberbullying - Youth-Empowered Solutions
Cyber bullies are the same as the typical school yard bullies but the only difference is that they act online. The ramifications of such bullying can be detrimental to any child. Many times children are afraid to tell their parents and schools are limited on how much they can intervene to help. Cyber bullying usually happens off school grounds and outside of school hours, leaving schools with their hands tight to discipline the cyberbully.
Most kids use Instant Messaging to communicate with their friends. Cyberbullying, cyber stalking and harassment often occur using IM applications. Fortunately, there are a few options for parents to install software to monitor their child’s IM. Cyberbullying can hurt a child emotionally as much as a punch from a playground big bully. It’s essential that kids have confidence to tell a trusted adult of their problems and get the help needed.
4. From: Kathy Schrock Guide to Educators website
In Kathy’s Schrock’s website I looked into the world language, bilingual education links. There are lot of resources and an array of information for bilingual educators ranging from lesson plan ideas to games in Spanish, culture, art, history. This website provides indispensable information for teachers to supplement the curriculum. This site would help me find materials, projects that are fun and interesting for students.
In the Teacher’s Helper section I was interested in the WebQuest project. Web Quest is defined as "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet." I would like to incorporate Internet based research using Web Quest. There are lot of step by step information to help me design my own WebQuest. It can be a very simple lesson where students can complete the task in a few days, or a more in depth research where students would take a few weeks to complete the project. Students will work on a particular topic to accomplish certain goals and objectives using the web to find the resources. Web Quest encourages higher-level thinking, cooperative learning, develops expertise in the topic, find solutions for real-world situations.
5. From: www. Edutopia.org
My score for Multiple Intelligence Quiz:
Intrapersonal Learner 50% Naturalistic Learner 50% Musical Learner 38%.
The video Multiple Intelligences Thrive in Smartville
At Enota Elementary in Gainesville, Georgia children are not asked “How smart are you?”, but “How are you smart?” At this charter school children thrive from Howard Gardner’s theory of multiple intelligence.
Children are not taught with the “one fits all” education theory, but rather their talents and strengths are celebrated and given a chance to develop to learn new skills. The entire curriculum is integrated with the multiple intelligence theory. A new math concept is taught through a song to help the “music smart” children or through a game for the “body smart” kids. Every week students get an activity chart that offers choices of activities based on varying intelligence. Students will meet all the standard requirements through individualized learning. It is encouraging to see how public education is striving to reach all types of learners to help them succeed.
6.From: www.tolerance.org
Defusing School Violence
• Level:
• Grades 6 to 8
• Grades 9 to 12
• Subject:
• Reading and Language Arts
• Social Studies
• ELL / ESL
In this lesson, students imagine themselves attending a high school that is polarized by violence between U.S.-born students and foreign-born African immigrants. After learning about the situation, students use problem-solving skills to determine what they would do to deal with the violence if they attended that school. The lesson is adapted from an actual situation that took place at Edward Little High School in Auburn, Maine.
Objectives
Activities for the middle grades (6-8) and high school (9-12) meet the following objectives:
• empathize with students who attend a school that is troubled with racially motivated violence
• develop and practice analytic and problem-solving skills
• recognize that students can defuse violence and tension at school
• understand and value other perspectives, especially those that differ from your own, through dialogue (as opposed to conflict
It’s so important for students to understand the diverse cultural background of the school they attend. There was a lot of racial tension between native white students and immigrant Somalis in this High School. But when administrators got representatives of both groups to communicate with each other, the color of the skin was not an issue anymore. Students saw the human behind the color of the skin, with same hopes, feelings, emotions. Students shared their experiences of racism and bigotry. Through communication the native-born white students were aware of what the immigrant students were feeling and vice-versa. This knowledge and understanding of their cultural diversity taught students how to deal with differences and instill tolerance. It’s important for schools to also model tolerance to families, parents, the community since students absorb lot of such feelings at home. In this community, lot of natives were upset with the new group of immigrants. The natives felt threaten since the economical situation was difficult and jobs scarce, but a positive intervention by school administrators brought an end to the violence.
7. From: www.edchange.org
From EdChange website
The two questions that were most shocking to find out the answer were:
Powder cocaine (largely used by wealthy people) and crack cocaine (largely used by economically disadvantaged people) contain roughly the same amount of the drug per gram. Under federal law, 500 grams of powder or 5 grams of crack cocaine must be possessed by an individual to be sentenced to a mandatory minimum of five years in prison. It doesn’t make sense that the law is so much more tolerant of people possessing powder cocaine than crack cocaine. 500 grams of powder cocaine seems to be awfully large amount, it should be reduced.
Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time U.S. worker is roughly equal to the daily earnings of the average CEO in the U.S. It’s mind boggling that a CEO can make as much money in one day as the average full time worker makes in one year. I don’t believe that any CEO is worth that much money. What do CEO’s really do? How much do they really contribute to the company? After the financial melt down, and the scandalous discoveries of corrupt CEO’s that contributed to our dire economical situation, I’m against the exorbitant salaries and bonuses paid to such bosses.
8. Netiquete quiz 80%
I would teach Netiquete to my students at the beginning of the year. I would include Netiquette in the class syllabus under expectations and consequences. It’s important that students are aware of proper behavior on the Internet before they log in into any computer or start working on any web-based research assignment.-=#:)
Friday, April 16, 2010
Journal #5 Extra Credit
Smile, You’re on School Tube
Zdrojewski, R. (2009-2010). Smile, you're on schooltube!. Learning and Leading, 37(4), Retrieved from http://www.iste.org/AM/Template.cfm?Section=December_January_No_4_4&Template=/MembersOnly.cfm&NavMenuID=4450&ContentID=24839&DirectListComboInd=D
SchoolTube.com is a website tailored for teachers and students to use. It is moderated by the registered teacher and follow school guidelines and meet high standards. On SchooTube.com students can create video projects, school TV newscast, music videos. School Tube is easy and simple to use and it’s a great resource for teachers, students and parents. School Tube is also safe and if parents ever object the presence of their child’s image on the site, it’s simple to disable the video. Since nothing is actually downloaded in anyone’s computer, schools, teachers or students can have peace of mind and control what’s available now and in the future.
Students at Amherst Middle School in New York, incorporate the video project with the Character Education Program. They choose a motivational or inspirational quote and interpret its meaning explaining why it’s good advice to follow. The teacher uses these each day at the close of the morning newscast. Students also choose from a variety of other projects such as “Holiday Extra”, “On this day”, “Comedy Showcases”, and “Movie Reviews”.
Zdrojewski, R. (2009-2010). Smile, you're on schooltube!. Learning and Leading, 37(4), Retrieved from http://www.iste.org/AM/Template.cfm?Section=December_January_No_4_4&Template=/MembersOnly.cfm&NavMenuID=4450&ContentID=24839&DirectListComboInd=D
SchoolTube.com is a website tailored for teachers and students to use. It is moderated by the registered teacher and follow school guidelines and meet high standards. On SchooTube.com students can create video projects, school TV newscast, music videos. School Tube is easy and simple to use and it’s a great resource for teachers, students and parents. School Tube is also safe and if parents ever object the presence of their child’s image on the site, it’s simple to disable the video. Since nothing is actually downloaded in anyone’s computer, schools, teachers or students can have peace of mind and control what’s available now and in the future.
Students at Amherst Middle School in New York, incorporate the video project with the Character Education Program. They choose a motivational or inspirational quote and interpret its meaning explaining why it’s good advice to follow. The teacher uses these each day at the close of the morning newscast. Students also choose from a variety of other projects such as “Holiday Extra”, “On this day”, “Comedy Showcases”, and “Movie Reviews”.
What are the advantages of using SchoolTube in your classroom?
This website is designed with the students and teachers in mind. It is moderated by a registered teacher and everything on school tube must be approved prior to being released. It is simple to use and SchoolTube will send an e-mail confirming receipt of the video. They also send an e-mail to the teacher asking for approval, if the teacher does not send a response within a day or so SchoolTube will also approve videos, relieving some of the teacher’s duties. SchoolTube is a source for students to be more engaged and excited about the subject matter. They can create a video on virtually anything they are studying.Why would students be interested in SchoolTube?
SchoolTube uses the same concept as the popular YouTube, but it’s geared for schools for its contents and topics. Students can make a video on any subject matter and present it to the world. This is a great motivation for students who enjoy project-based learning to incorporate into the curriculum.
Tuesday, April 13, 2010
Journal #4
Playing with Skype
Weller, T. (2010). Playing with skype. Learning and Leading, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=
The author of this journal, Travis J. Weller music teacher in Pennsylvania, has created a way to bring music composers to share their experiences with students in the classroom through Skype.
The composers would explain to the audience and the players about the piece they created. Skype is very easy and simple to use and the free version of the program is sufficient. The only equipment needed is a computer with internet connection, a webcam, a projector screen and sound system. Skype can bring various professionals from different fields to share their expertise and experience with students.
Weller, T. (2010). Playing with skype. Learning and Leading, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=
The author of this journal, Travis J. Weller music teacher in Pennsylvania, has created a way to bring music composers to share their experiences with students in the classroom through Skype.
The composers would explain to the audience and the players about the piece they created. Skype is very easy and simple to use and the free version of the program is sufficient. The only equipment needed is a computer with internet connection, a webcam, a projector screen and sound system. Skype can bring various professionals from different fields to share their expertise and experience with students.
How can Skype be incorporated in the curriculum?
The easiness of using Skype is a great tool to help teachers bring professionals to share their area of expertise with the students. Many times the teacher is not the only and the best source of information. It is always beneficial to bring different speakers to present more information. Students are excited and interested to learn from different people. It helps them to relate the subject matter to real-life experiences.How can Skype affect teaching?
Skype would be an indispensable source for any curriculum across all subject matters. Nowadays, with technology information travels at much greater speed making difficult for teachers to keep updated with the latest news. Skype would permit teachers to share the most current information with their students by bringing experts in the field.
Journal #3
Navigate the Digital Rapids.
Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. Learning and Leading, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
The authors Julie Lindsay and Vicki Davis, creators of the digital classroom, Flat Classroom Projects encourage teachers to embark on a journey to teach digital citizenship and take students through the 21st century with technology.
Technology allows teachers to customize their classroom to their students needs and learning styles and still meet national standards. There are several educational networks. The flat classroom projects developed by the authors is an educational network of students and teachers from all over the world. In this network students and teachers collaborate information transforming into a global classroom. It is important for teachers to monitor content, language, pictures download and website links to ensure it’s appropriate and culturally sensitive.
The biggest challenges for teachers to cultivate a digital citizenship is overcoming the fear factor. The authors use the analogy of navigating a rafting river where the toughest waters come at the beginning of the journey. It’s important for teachers to realize they are not alone and there are many resources to help them out in this endeavor.
There is also in the back of every parents and teachers’ mind about “internet safety”. It is important to teach early on about digital citizenship responsibility and safety. Like driving, everyone needs to learn how to drive to make the roads safer. This same concept applies for the web wide world.
Several other projects have evolved out of the Flat Classroom Project such as, Net Education Generation, Digiteen, Digiparent and Eracism.
What is “digital citizenship”?
Digital Citizenship is preparing our students to be competitive and confident for the demands of the 21st century. Digital Citizenship opens up doors by showing the global world beyond the walls of the school or the community in which you’re surrounded by. It is not just social networking, but ways to empower student-centered learning through exciting, meaningful projects.
How are Flat Classroom Projects beneficial to students?
Flat Classroom Projects ”bring down the walls” of a classroom to join virtually with other classrooms. Students and teachers share information in this global community to make learning more meaningful. The topics studied and discussed are real-life scenarios based on the book by Thomas Friedman, “The World is Flat”. This project is a wonderful resource to develop critical thinking, global thinking, cultural awareness, and for students to better understand and connect with the world we live in.
Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. Learning and Leading, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
The authors Julie Lindsay and Vicki Davis, creators of the digital classroom, Flat Classroom Projects encourage teachers to embark on a journey to teach digital citizenship and take students through the 21st century with technology.
Technology allows teachers to customize their classroom to their students needs and learning styles and still meet national standards. There are several educational networks. The flat classroom projects developed by the authors is an educational network of students and teachers from all over the world. In this network students and teachers collaborate information transforming into a global classroom. It is important for teachers to monitor content, language, pictures download and website links to ensure it’s appropriate and culturally sensitive.
The biggest challenges for teachers to cultivate a digital citizenship is overcoming the fear factor. The authors use the analogy of navigating a rafting river where the toughest waters come at the beginning of the journey. It’s important for teachers to realize they are not alone and there are many resources to help them out in this endeavor.
There is also in the back of every parents and teachers’ mind about “internet safety”. It is important to teach early on about digital citizenship responsibility and safety. Like driving, everyone needs to learn how to drive to make the roads safer. This same concept applies for the web wide world.
Several other projects have evolved out of the Flat Classroom Project such as, Net Education Generation, Digiteen, Digiparent and Eracism.
What is “digital citizenship”?
Digital Citizenship is preparing our students to be competitive and confident for the demands of the 21st century. Digital Citizenship opens up doors by showing the global world beyond the walls of the school or the community in which you’re surrounded by. It is not just social networking, but ways to empower student-centered learning through exciting, meaningful projects.
How are Flat Classroom Projects beneficial to students?
Flat Classroom Projects ”bring down the walls” of a classroom to join virtually with other classrooms. Students and teachers share information in this global community to make learning more meaningful. The topics studied and discussed are real-life scenarios based on the book by Thomas Friedman, “The World is Flat”. This project is a wonderful resource to develop critical thinking, global thinking, cultural awareness, and for students to better understand and connect with the world we live in.
Journal #2
Finding students who learn with media.
Bull, G., Alexander, C., & Fester, B. (2010). Find students who learn with media. Leading and Learning, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly
The authors have researched the influence of media technology in students to learn the curriculum in Social Studies.
Primary Access Movie Maker is a tool designed to allow students to create their own short online documentary films linked to social studies standards. It usually takes a minimum of 3 periods for students to create a historical documentary. They create an outline, script, assemble the media and sequence then they add the narration, titles and music .
On their observations, the authors discovered that students spent more time and were more engaged on the storyboard task compared to students who wrote an essay. Through classroom assessment Scoring System four different Media Engagement Profiles emerged based on storyboarding activity and historical content :
high technology /high content about 40% of students were engaged both in the historical content and in the storyboarding activity.
High technology/low content
Low technology/high content
Low technology/low content about 15% of students were not engaged in the historical content or the storyboarding activity.
It’s always an issue for teachers to find the best methods to engage students to achieve their maximum success. This study can aid teachers to differentiate assessments and provide instruction best suited to individual needs.
Why would you utilize a classroom assessment scoring system?
This information would give me the tools to differentiate my assessment and find best suited tasks to meet various students needs and learning styles. This would help me become a more effective teacher.
Bull, G., Alexander, C., & Fester, B. (2010). Find students who learn with media. Leading and Learning, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly
The authors have researched the influence of media technology in students to learn the curriculum in Social Studies.
Primary Access Movie Maker is a tool designed to allow students to create their own short online documentary films linked to social studies standards. It usually takes a minimum of 3 periods for students to create a historical documentary. They create an outline, script, assemble the media and sequence then they add the narration, titles and music .
On their observations, the authors discovered that students spent more time and were more engaged on the storyboard task compared to students who wrote an essay. Through classroom assessment Scoring System four different Media Engagement Profiles emerged based on storyboarding activity and historical content :
high technology /high content about 40% of students were engaged both in the historical content and in the storyboarding activity.
High technology/low content
Low technology/high content
Low technology/low content about 15% of students were not engaged in the historical content or the storyboarding activity.
It’s always an issue for teachers to find the best methods to engage students to achieve their maximum success. This study can aid teachers to differentiate assessments and provide instruction best suited to individual needs.
Would you consider incorporating Primary Access Movie Maker in your classroom?
Yes, it’s a wonderful resource for students with various levels in technology. It fosters creativity and critical thinking. It aids all types of learners to engage in curricular content and it’s a step beyond from traditional teaching. For the more visual learners, it’s a wonderful tool for students to see the historical setting, costumes and traditions of the time.Why would you utilize a classroom assessment scoring system?
This information would give me the tools to differentiate my assessment and find best suited tasks to meet various students needs and learning styles. This would help me become a more effective teacher.
Journal #1
The Beginner’s Guide to Interactive Virtual Field Trip.
Zanetis, J. (2010). The Beginners guide to interactive virtual field trips. Learning and Leading, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Nowadays with the majority of schools suffering budget crisis, school field trips are almost obsolete. Field trips are important and a great resource for students to connect with what they are learning in the classroom with real life experience.
Fortunately with advancement in technology, virtual field trips are a more affordable option than the traditional one. There are two types of virtual field trips: Asynchronous VFTs and Interactive VFTs.
Asynchronous VFTs are various websites that include text, audio or video resources about specific topics that help supplement the curriculum presented. Interactive VFTs are real-time experience in which students in one location learn from experts in another location. Interactive VFTs use the internet with h.323 videoconferencing technology. There are approximately 300 organizations that offer interactive VFTs to schools. Credentialed experts present live, interactive lessons targeted to the grade level and student’s area of study.
There is a fee for VFTs but compared to the cost of real field trip and the value students get out of this experience many schools have decided to incorporate these costs into their budget.
What are the advantages and disadvantages of VFTs?
VFTs are a great option for budget constraint schools to provide a different experience for students to relate the curriculum with real world experience. VFTs are more affordable than the traditional field trips. VFT options go beyond the school location, students could take a field trip anywhere in the country. Imagine how exciting would be for students to take a VFT with a NASA engineer. This would not be possible for most students due to geographical location.
The disadvantages of VFTs is that students can’t replicate the experience of actually being in the location of the field trip. Videoconferencing, looking at a computer screen is never the same as being at the museum, zoo, aquarium, etc. Students could not have the same hands-on experience of touching, smelling, executing an experiment through VFTs.
Would you incorporate VFTs in your classroom?
Yes, I would definitely incorporate VFTs in my classroom. If my school does not have the necessary equipment for the interactive VFT, I would at least sign up for the asynchronous VFT. Teaching language, art and culture VFTs would be an indispensable complement for the curriculum.
Zanetis, J. (2010). The Beginners guide to interactive virtual field trips. Learning and Leading, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Nowadays with the majority of schools suffering budget crisis, school field trips are almost obsolete. Field trips are important and a great resource for students to connect with what they are learning in the classroom with real life experience.
Fortunately with advancement in technology, virtual field trips are a more affordable option than the traditional one. There are two types of virtual field trips: Asynchronous VFTs and Interactive VFTs.
Asynchronous VFTs are various websites that include text, audio or video resources about specific topics that help supplement the curriculum presented. Interactive VFTs are real-time experience in which students in one location learn from experts in another location. Interactive VFTs use the internet with h.323 videoconferencing technology. There are approximately 300 organizations that offer interactive VFTs to schools. Credentialed experts present live, interactive lessons targeted to the grade level and student’s area of study.
There is a fee for VFTs but compared to the cost of real field trip and the value students get out of this experience many schools have decided to incorporate these costs into their budget.
What are the advantages and disadvantages of VFTs?
VFTs are a great option for budget constraint schools to provide a different experience for students to relate the curriculum with real world experience. VFTs are more affordable than the traditional field trips. VFT options go beyond the school location, students could take a field trip anywhere in the country. Imagine how exciting would be for students to take a VFT with a NASA engineer. This would not be possible for most students due to geographical location.
The disadvantages of VFTs is that students can’t replicate the experience of actually being in the location of the field trip. Videoconferencing, looking at a computer screen is never the same as being at the museum, zoo, aquarium, etc. Students could not have the same hands-on experience of touching, smelling, executing an experiment through VFTs.
Would you incorporate VFTs in your classroom?
Yes, I would definitely incorporate VFTs in my classroom. If my school does not have the necessary equipment for the interactive VFT, I would at least sign up for the asynchronous VFT. Teaching language, art and culture VFTs would be an indispensable complement for the curriculum.
Saturday, April 10, 2010
Introduction Letter
Hello my name is Nelita Lee and I currently live in Encinitas with my husband and 9 year old son.
I lived in many different places before settling in Encinitas. I was born in Korea but raised in Brazil. I went to High School in Forest Hills, Queens and attended college in Santa Barbara. After graduating from UCSB I lived in Los Angeles and Sao Paulo-Brazil before I moved to San Diego in 2002.
My experience with technology is limited to my PC laptop where I basically check my e-mails, and surf the web. I also use it to prepare typed documents and I used it in my previous job in the insurance industry. I have windows XP and I used my computer daily to check e-mail, read the news and do any research necessary.
The part of the mission statement of the College of Education that appeals to me the most is the commitment to "diversity, educational equity, and social justice, exemplified through reflective teaching". Education is the first step for social equality and the commitment of the COE for preparing professionals dedicated to teaching fulfills their mission.
Subscribe to:
Posts (Atom)